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The Use of Anime in Teaching Japanese As a Foreign Language

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The Use of Anime in Teaching Japanese As a Foreign Language Malaysian Online Journal of Educational Technology 2017 (Volume 5 - Issue 2 ) [1] Faculty of Languages and The Use of Anime in Teaching Japanese Linguistics, University of Malaya Jalan Universiti, 50603 Kuala as a Foreign Language Lumpur, Malaysia. Tel: +6013-9633329 [email protected] Chan Yee Han [1], Wong Ngan Ling [2] [2] Faculty of Languages and Linguistics, University of Malaya Jalan Universiti, 50603 Kuala Lumpur, Malaysia. Tel: +603-79673115 [email protected] ABSTRACT The study of popular culture is now becoming an emerging research area within education. While many studies have confirmed that students’ interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in the teaching Japanese as a Foreign Language (JFL) classroom. This article attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classrooms. By introducing the teaching idea of using anime in a Japanese language classroom, this article is hoped to be able to encourage more Japanese language teacher to consider the use of anime in teaching JFL. anime, cartoon, Japanese as a Foreign Language, language Keywords: education, popular culture INTRODUCTION Heavily influenced by mass media, popular culture has increasingly received more attention nowadays. The study of popular culture is now becoming an emerging research area within education. For example, using graphic novels to enhance students’ reading and writing ability (Frey &Fisher, 2004) and using the highly popular hip-hop culture and rap as a transformative educational tool despite their controversial position in mainstream education (Alim & Pennycook, 2007). According to Black (2008), incorporating popular culture in the classroom could unite the students and encourage possible connection with one another based on their interests outside of school. In the case of teaching Japanese as a Foreign Language (JFL), prior studies have confirmed the apparent connection between interest in Japanese animation (anime) and interest in learning Japanese language (Abe, 2009; Fukunaga, 2006; Manion, 2005; William, 2006). Furuhata-Turner (2013) suggested that, “by using materials in which students are already interested, language teachers can expect that students will enhance and improve their language competencies” (p. 73). Besides, we believe that various interactive activities derived from the use of anime as a teaching tool can make the classroom more dynamic, creative, and fun. Interactive activities such as active viewing, role play, and follow-up discussion will create a more learner- centered learning environment to encourage students to practice their Japanese language speaking skill, besides stimulating their critical thinking skill. The use of anime in teaching JFL has not been studied in depth in the classroom context (Spindler, 2010). Some of the difficulties reflected in using anime as a teaching tool in the JFL classroom include: (1) underdeveloped theory on facilitating learning through anime in classroom context (Spindler, 2010; William, 2008) and (2) lack of teaching manual for language teachers intending to use anime as a teaching tool in the 68 www.mojet.net Malaysian Online Journal of Educational Technology 2017 (Volume 5 - Issue 2 ) classroom (Furo, 2008). This article aimed at proposing a model that can be used to plan lessons by using anime to teach JFL. Anime and Cartoon What is anime? Anime is often correlated and compared with the concept of cartoon. According to Napier (2005): “To define anime simply as ‘Japanese cartoons’ gives no sense of the depth and variety that make up the medium. […] Essentially, anime works include everything that Western audiences are accustomed to seeing in live-action films – romance, comedy, tragedy, adventure, even psychological probing of a kind seldom attempted in recent mass-culture Western film or television. […] Unlike cartoons in the West, anime in Japan is truly a main-stream pop cultural phenomenon” (p. 6) From Napier’s statements, the clear distinction between cartoon and anime could be observed. In addition, the Japan External Trade Organization (JETRO) coined the word “Japanimation” to describe animation produced in Japan by claiming that, “Japanese animation has been acclaimed worldwide for its originality, Japan-based culture and content, to the extent that it is called Japanimation” (Dateline JETRO, 2005, p. 4). Aeschliman (2007) explained that while the term anime is used as a blanket term to refer to all animation from all over the world in Japan, many dictionaries in English define anime as a style of animation developed in Japan. In view of these definitions, the term anime is used to define and distinct animation made in Japan with other region’s animation (cartoon) in this article. Bahrani and Soltani (2011) claimed that cartoons have been effective in increasing language learners’ motivation because cartoons provide variation for the brain as “visual information in the form of cartoons is usually processed by the right brain which is the holistic, creative, artistic side” while “the spoken word engages the left side of the listeners’ brain” which is “is analytical, recognizes and interprets words, performs calculations and so on” (p. 20). No matter how convincing and interesting the lesson, after a short time, learners will start to feel the dullness of the same manner of teaching involving the constant use of the left side of the brain. On the other hand, cartoon is a kind of visual information processed by the right side of the brain. Therefore, cartoons can be served as a tool for creativity and variety in keeping the learners less bored (Bahrani & Soltani, 2011). Barker (2009) explained that making the learners interactive is the best way to keep them interested and engaged in lessons. By adapting cartoons into the classroom with suitable and applicable activities, teachers can promote learners’ observational, analytical, and higher order thinking skills. According to Oliveri (2007), cartoons can ignite meaningful conversation, and create opportunity for teachers and students to discuss issues such as family life, social, and current events, as well as moral values and religious philosophies. Using cartoon in the teaching English as a Second/Foreign Language (ESL/EFL) classroom has shown positive effect in improving students’ language competence (Arikan & Taraf, 2010; Munir, 2016; Velez Gea, 2013). This suggested the possibility of anime as an effective teaching tool in a JFL classroom. The Use of Anime as a Teaching Tool in a JFL classroom According to Richards (2013), “input” in language teaching refers to teachable and learnable units of linguistic content. Richards (2013) stated that different approaches to course design “reflect different understanding of the nature of language” such as grammar, functions, and vocabulary (p. 6). After “input” has been determined, the domain of “process” concerning the issues of teaching methods, instructional materials, and classroom activities can be addressed. Finally, “output” refers to the learning outcomes. The “output” refers to what students are able to do as the outcome of a period of instruction. Input (Approaches) Nunan (1988) suggested that a language teaching course should be started with mainly the analytical/formal approach. The analytical approach should focus on the language form explanations and 69 www.mojet.net Malaysian Online Journal of Educational Technology 2017 (Volume 5 - Issue 2 ) language form learning activities to meet the students’ conditions and expectations. Then, the communicative learning approach should gradually replace the formal approach to facilitate the students’ communicative skills. Using the analytical approach, the teacher emphasizes on the language analysis such as the phonological and lexical components of language to help students become aware of these components and be able to practice them, whereas the experiential approach emphasizes the inductive method of learning through the students’ experience. The language is regarded as a tool to encourage comments, responses, and expressions from the students based on the text itself or its theme/topic (Robinson, 2007). Process (Classroom Activities) To integrate the analytical and experiential approaches into practical instructional methodology in the classroom and to get a successful outcome in language learning, there are some classroom activities that should benefit both teacher and students. Cakir (2006, p. 69) outlined some practical techniques or classroom activities for using video in classroom (see the Appendix). Unlike passive viewing where the viewer is only exposed to the video content but does not engage with the video content at any critical level, active viewing requires the viewer to identify and analyze the viewing experience. Classroom activities such as freeze framing and prediction activity, silent viewing activity, sound on and vision off activity, repetition activity, role play activity, reproduction activity, dubbing activity, and follow-up activity can be carried out in pairs and groups depending on the class size. Pair work and group work can effectively stimulate communication, foster knowledge sharing, and develop cooperative skills among the students. For example, the repetition activity can be carried out as pair work using the analytical approach where the students are required to analyze the dialog lines in certain short scenes; the
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